Exploring the ‘unexplained’ awarding gap through understanding BAME students’ experiences

Sara de Sousa, Judy St John, Emmanuella Emovon

Research output: Contribution to journalArticlepeer-review

55 Downloads (Pure)


A narrative method of enquiry was used to investigate the university experiences of Black, Asian and minority ethnic (BAME) students studying in a south-eastern UK business school. Participants were self-selecting undergraduates and postgraduates and academic and professional staff. The three facilitators were all academic staff from the Business School: two who identify as Black, one who identifies as white. Using a ‘Thinking Group’ (Kline, 1999) narrative methodology, it was found that issues relating to belonging, isolation, inclusive curriculum, and employability are all impacting Black, Asian and minority ethnic students’ success in the Business School currently. The research resulted in the co-creation of 30 recommendations for action in the following academic year.
Original languageEnglish
Pages (from-to)57-67
Number of pages11
JournalJournal of Widening Participation and Lifelong Learning
Issue number3
Publication statusPublished - 9 Dec 2021


  • Black, Asian and minority ethnic; transition; belonging; isolation; inclusive curriculum; employability; Thinking Group; higher education; business school; awarding gap


Dive into the research topics of 'Exploring the ‘unexplained’ awarding gap through understanding BAME students’ experiences'. Together they form a unique fingerprint.

Cite this